Education Portal for Students in India

8. ‘Education is not preparation for life; education is life itself.’ — John Dewey.
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Who said that education is life?

One classroom. One teacher. An average of 30 students per class. Deadlines. Curriculum. Pacing guides. Formal exams. Gaps. Grades and report cards. Add to that, the expectation that students must learn, “How to learn” in contrast to “What to learn” and you will capture the dual thought process existing in many teachers’ minds daily.

Most teachers want an environment where their students can explore knowledge of self and the world around them, but struggle with where to start, or what to include as far as character development and life preparedness entails. Perhaps the quote below helps capture the mindset in which a teacher must have to execute that ideal environment.

“Education is a social process. Education is growth. Education is not a preparation for life; education is life itself.” – John Dewey American Philosopher and Educator, John Dewey, eliminates the premise that “educating” is a separate process from “living.” He insists that Education is Life.

• This singular thought process may be the mindset teachers need in order to create an environment where students are using the Seven Life Ready skills within the classroom on a daily basis.
• So where should a teacher start? There are several strategies, but the point is to get started! And the best thing is that it’s never too late to begin! From exposing students to the idea of being Autonomous and exploring ways for students to exercise Professional Ethics and Critical Thinking, there is no order in which students should be working on Life Readiness skills.

The power comes in the process, of acquiring these skills. Designing spaces in your classroom for students to Collaborate and openly and honestly Communicate can be an impactful way to induce Creativity. Creation gives students an opportunity to dig into internal attributes and talents and build confidence in abilities.

1. Create opportunities for Critical Thinking for your students by asking questions or do activities that require a more in-depth level reflection about the topic.
2. Use topics about Theories, Hypothesis, and controversial historical events to promote a Growth Mindset within your students.
3. There is no order in which students should be working on Life Readiness skills.

The power comes in the process of acquiring these skills. Click To Tweet Making these adjustments in your class, and “letting go” of the mindset that you must “control” your class also provides teachers with an opportunity to fine-tune their own Life Ready Skills and become facilitators of discovery who guide learning.
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What is John Dewey’s famous quote?

Education is not preparation for life; education is life itself. Arriving at one goal is the starting point to another. Failure is instructive.
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What Einstein said about education?

Albert Einstein changed our way of looking at the universe. He also spoke out about other subjects, including education. Here are fourteen of his pronouncements on issues related to learning and education. Many quotations attributed to Einstein are specious, which is why I’ve provided sources for each of these fourteen.

On Schooling: ‘’It is nothing short of a miracle that modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry. ”, On Imagination: ‘ ‘Knowledge is limited. Imagination encircles the world. ”, On Love of Learning : ‘I have no special talent. I am only passionately curious,”,

On Creativity: ‘’It is the supreme art of the teacher to awaken joy in creative expression and knowledge.’ ‘, On Play : “The desire to arrive finally at logically connected concepts is the emotional basis of a vague play with basic ideas. this combinatory or associative play seems to be the essential feature in productive thought.”,

On Curiosity : “The important thing is not to stop questioning. Curiosity has its own reason for existence. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality. It is enough if one tries merely to comprehend a little of this mystery each day.

Never lose a holy curiosity.”, On Wonder: “The most beautiful emotion we can experience is the mysterious. It is the fundamental emotion that stands at the cradle of all true art and science. He to whom this emotion is a stranger, who can no longer wonder and stand rapt in awe, is as good as dead, a snuffled-out candle.”,

On Individuality: “The development of general ability for independent thinking and judgment should always be placed foremost, not the acquisition of special knowledge.,”, On Neurodiversity : His son, Albert Einstein Jr. wrote: ” was, considered backward by his teachers. He told me that his teachers reported to his father that he was mentally slow, unsociable and adrift forever in his foolish dreams,”,

On Care for Nature : ” In every true searcher of Nature there is a kind of religious reverence,”, On Tolerance : ‘’ Laws alone can not secure freedom of expression; in order that every man present his views without penalty there must be spirit of tolerance in the entire population.

1. ”, On Beauty: ‘’ To sense that behind anything that can be experienced there is something that our minds cannot grasp, whose beauty and sublimity reaches us only indirectly; this is religiousness.
2. In this sense, and in this sense only, I am a devoutly religious man,”,
3. On Education: ‘’ The wit was not wrong who defined education in this way: ‘Education is that which remains, if one has forgotten everything he learned in school,”,

For more about Albert Einstein and his vision for education (including the above and other quotations), see my book If Einstein Ran the Schools: Revitalizing U.S. Education, This page was brought to you by Thomas Armstrong, Ph.D. and www.institute4learning.com, Follow me on Twitter: @Dr_Armstrong Subscribe to my blog feed
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What did Martin Luther say about education?

Martin Luther Was an Advocate for Education Reform By Lori Harwood, UA College of Social and Behavioral Sciences April 4, 2017 A close-up of Martin Luther’s 1524 pamphlet, “An die Radherrn aller stedte deutsches lands : das sie Christliche schulen auffrichten vnd hallten sollen”, housed in Special Collections. (“Advice to the City Councillors of All German Cities, That They Establish and Maintain Christian Schools”) While most people recognize Martin Luther’s role in sparking the Protestant Reformation during the 16th century, not many know about his advocacy of education for all children, including girls.

• A pamphlet that illuminates many of Luther’s views on education recently was purchased by University of Arizona Special Collections.
• In honor of the 500th anniversary of the start of the Reformation, the Laura and Arch Brown Library Endowment funded the purchase of a 1524 pamphlet by Luther in which he urges city councils in Germany to establish schools for both boys and girls.

Also purchased: a 1523 anti-Lutheran polemic by the Catholic satirist Thomas Murner, titled “Response to Murner Whether the King of England or the Godly Doctor Martin Luther Is a Liar.” Susan Karant-Nunn and Ute Lotz-Heumann, professors in the UA Division for Late Medieval and Reformation Studies, examine the two new acquisitions to University Libraries’ Special Collections purchased by the Laura and Arch Brown Library Endowment. (Photo: Aengus Anderson/UA Special Collections) On April 11, as part of the Early Books Lecture Series offered by Special Collections, Susan Karant-Nunn and Ute Lotz-Heumann, professors in the UA Division for Late Medieval and Reformation Studies, will discuss the pamphlets in a talk, “Pamphlets and Propaganda: The Lutheran Reformation in Print.” Karant-Nunn will focus on Luther’s pamphlet, “Advice to the City Councillors of All German Cities, That They Establish and Maintain Christian Schools.” Regarding questions about Luther, Karant-Nunn is the one to ask.

1. As a UA Regents’ Professor and director of the Division for Late Medieval and Reformation Studies, she is one of the most distinguished scholars of Reformation history in the world.
2. Arant-Nunn recently completed a book manuscript, “The Personal Luther: Essays on the Reformer From a Cultural Historical Perspective,” which includes essays on such subjects as Luther’s conscience, sexuality, fatherhood, relationship with his wife and the tailoring of his “perfect death.” She speaks in an animated voice about Luther, sharing history with the natural flair of a storyteller.

During a time when school often was limited to the sons of the wealthy, Luther argued for compulsory education for all. His main reason: Education was necessary so that Christians could read and understand Scripture for themselves. Luther was determined to wrestle control of the schools from the Roman Catholic Church.

One of the reasons Luther is approaching the city fathers is he wants the primary responsibly for education to be grasped by those men and taken away from the ecclesiastics in the towns,” Karant-Nunn said. The pamphlet that Karant-Nunn will discuss on April 11 is noteworthy for many reasons, one being that Luther advocates that girls go to school.

However, Karant-Nunn is quick to add that girls are mentioned in only five sentences in the entire pamphlet. “Girls were always, even in the Reformation, less important,” Karant-Nunn said. “They were seen to need to read so they could read devotional literature.

• They were seen above all to be preparing themselves to be a Christian parent.” Karant-Nunn said that it would be interesting to know if Luther would have written a “slightly different, more enthused content for girls” after he married and had daughters.
• She suspected that he might have.
• He had three daughters and three sons with his wife, a former nun who was literate.

One of his girls died at 8 months. While Karant-Nunn said it is not known for certain whether his two surviving daughters (one of whom died at age 13) went to the girls’ school that was created in Wittenberg, Germany, Karant-Nunn believes they most likely did.

Luther wrote a letter to a former nun urging her to be a teacher at the school and offering to let her live in his home. Even though Luther’s motivation for expanding education was primarily religious in nature, his argument trying to convince municipal leaders of the important role of education does not sound unfamiliar to current applications for increased educational funding: “My dear sirs, if we have to spend such large sums every year on guns, roads, bridges, dams and countless similar items to insure the temporal peace and prosperity of a city, why should not much more be devoted to the poor neglected youth? A city’s best and greatest welfare, safety and strength consist rather in its having many able, learned, wise, honorable and well-educated citizens.” Luther also espoused a classical education — first introduced during the Renaissance — that included history and languages, such as Greek, Hebrew and Latin, believing such a broad education would aid in the study of the Bible.

Much is made of the role of the printing press, invented around 1450, in expanding education. However, Karant-Nunn said the printing press had yet to make a marked change in instruction during Luther’s time. Books and Bibles remained expensive. The teacher might have a book; each town might have one Bible.

1. Students worked on slates and memorized prayers.
2. The printing press did allow for the proliferation of cheap pamphlets (usually around four to eight pages in length) that helped advance the ideas of the Reformation.
3. You could get a pamphlet in which someone is imagining that a peasant and a Catholic priest are having a conversation, and the peasant ends up totally ridiculing the priest for his false belief,” Karant-Nunn said.

“The pamphlets are flying all over the landscape: Every news scandal, every new outburst of resistance from the Catholic side is reported and disseminated.” Karant-Nunn said that while one shouldn’t exaggerate the impact of Luther or the Reformation on educational expansion or egalitarianism, the wish of reformers that the laity have direct access to Scripture in their own language produced a powerful motive to the expansion of schooling.

The effect of Luther’s pamphlet on the city leaders was mixed. “Some schools were probably founded as a result of this pamphlet,” Karant-Nunn said. And a school for girls was created in Wittenberg, where Luther lived. But as a whole, widespread schooling was a hard sell. Poor farmers needed the labor of their children, sending them to school only “in the dead of the winter.” “Universal education has to wait until the 18th and 19th century,” Karant-Nunn said.

“But this is an impetus and, in its way, it foretells the future. It lays down an ideal program that eventually is going to be followed.”
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What does Adam Smith say about education?

Smith favoured education for all because he believed that it would offset the harmful effects of division of labour on the workers, and therefore, education had to be accessible to the workers. The essay concludes by reiterating Smith’s position that education for all is necessary to create a prosperous society.
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What did Oscar Wilde say about education?

Results for “knowledge, oscar wilde” Showing 1-20 of 64 (0.03 seconds) – “Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.” ― Oscar Wilde “nothing that is worth knowing can be taught” ― Oscar Wilde “Knowledge would be fatal. It is the uncertainty that charms one. A mist makes things wonderful.” ― Oscar Wilde, The Picture of Dorian Gray “The ugly and stupid have the best of it in this world. They can sit at their ease and gape at the play. If they know nothing of victory, they are at least spared the knowledge of defeat. They live as we all should live- undisturbed, indifferent, and without disquiet. “You are a wonderful creation. You know more than you think you know, just as you know less than you want to know.” ― Oscar Wilde, The Picture of Dorian Gray “I love hearing my relations abused. It is the only thing that makes me put up with them at all. Relations are simply a tedious pack of people, who haven’t got the remotest knowledge of how to live nor the smallest instinct about when to die.” ― Oscar Wilde, The Importance of Being Earnest “A sentimentalist is simply one who wants to have the luxury of an emotion without paying for it. We think we can have our emotions for nothing. We cannot. Even the finest and most self-sacrificing emotions have to be paid for. Strangely enough, that is what makes them fine.

The intellectual and emotional life of ordinary people is a very contemptible affair. Just as they borrow their ideas from a sort of circulating library of thought—-the Zeitgeist of an age that has no soul—-and send them back soiled at the end of each week, so they always try to get their emotions on credit, and refuse to pay the bill when it comes in.

You should pass out of that conception of life. As soon as you have to pay for an emotion you will know its quality, and be the better for such knowledge. And remember that the sentimentalist is always a cynic at heart. Indeed, sentimentality is merely the bank holiday of cynicism.” ― Oscar Wilde, De Profundis “LADY BRACKNELL Thirty-five is a very attractive age. London society is full of women of the very highest birth who have, of their own free choice, remained thirty-five for years. Lady Dumbleton is an instance in point. To my own knowledge she has been thirty-five ever since she arrived at the age of forty, which was many years ago now.” ― Oscar Wilde, The Importance of Being Earnest “There is a fatality about all physical and intellectual distinction, the sort of fatality that seems to dog through history the faltering steps of kings. It is better not to be different from one’s fellows. The ugly and the stupid have the best of it in this world. “Knowledge would be fatal. It is the uncertainty that charms one. A mist makes things wonderful.” “One may lose one’s way.” “All ways end at the same point, my dear Gladys.” “What is that?” “Disillusion.” ― Oscar Wilde, The Picture of Dorian Gray “Relations are simply a tedious pack of people, who haven’t got the remotest knowledge of how to live, nor the smallest instinct about when to die.” ― Oscar Wilde, The Importance of Being Earnest “Many moral advances have taken the form of a shift in sensibilities that made an action seem more ridiculous than sinful, such as dueling, bullfighting, and jingoistic war. And many effective social critics, such as Swift, Johnson, Voltaire, Twain, Oscar Wilde, Bertrand Russell, Tom Lehrer, and George Carlin have been smart-ass comedians rather than thundering prophets.

What in our psychology allows the joke to be mightier than the sword? Humor works by confronting an audience with an incongruity, which may be resolved by switching to another frame of reference. And in that alternative frame of reference, the butt of the joke occupies a lowly or undignified status.

Humor with a political or moral agenda can stealthily challenge a relational model that is second nature to an audience by forcing them to see that it leads to consequences that the rest of their minds recognize as absurd. According to the 18th-century writer Mary Wortley Montagu, ‘Satire should, like a polished razor keen / Wound with touch that’s scarcely felt or seen.’ But satire is seldom polished that keenly, and the butts of a joke may be all too aware of the subversive power of humor.

1. They may react with a rage that is stoked by the intentional insult to a sacred value, the deflation of their dignity, and a realization that laughter indicates common knowledge of both.
2. The lethal riots in 2005 provoked by the editorial cartoons in the Danish newspaper Jyllands-Posten (for example, one showing Muhammad in heaven greeting newly arrived suicide bombers with ‘Stop, we have run out of virgins!’) show that when it comes to the deliberate undermining of a sacred relational model, humor is no laughing matter.

(pp.633-634)” ― Steven Pinker, The Better Angels of Our Nature: Why Violence Has Declined “The man who sees both sides of a question is a man who sees absolutely nothing.” ― Oscar Wilde “Are you very much in love with him?’ he asked. She did not answer for some time, but stood gazing at the landscape. ‘I wish I knew’ she said at last. He shook his head. -‘Knowledge would be fatal. It is the uncertainty that charms one. A mist makes things wonderful.All ways end at the same point, my dear Gladys.’ -‘What is that?’ -‘Disillusion.” ― Oscar Wilde, The Picture of Dorian Gray “Kraus asks the question of Freudian analysis: What would be enough? At what point would talking about one’s problems for x hours a week, be sufficient to bring one to a state of “normalcy”? The genius of Freudianism, Kraus writes, is not the creation of a cure, but of a disease—the universal, if intermittent, human sentiment that “something is not right,” elaborated into a state whose parameters, definitions, and prescriptions are controlled by a self-selecting group of “experts,” who can never be proved wrong.

1. It was said that the genius of the Listerine campaign was attributable to the creation not of mouthwash, but of halitosis.
2. Raus indicts Freud for the creation of the nondisease of dissatisfaction.
3. See also the famous “malaise” of Jimmy Carter, which, like Oscar Wilde’s Pea Soup Fogs, didn’t exist ’til someone began describing it.) To consider a general dissatisfaction with one’s life, or with life in general as a political rather than a personal, moral problem, is to exercise or invite manipulation.

The fortune teller, the “life coach,” the Spiritual Advisor, these earn their living from applying nonspecific, nonspecifiable “remedies” to nonspecifiable discomforts.The sufferers of such, in medicine, are called “the worried well,” and provide the bulk of income and consume the bulk of time of most physicians. “The ugly and the stupid have the best of it in this world. They can sit at their ease and gape at the play. If they know nothing of victory, they are at least spared the knowledge of defeat.” ― Oscar Wilde, The Picture of Dorian Gray “There is a fatality about all physical and intellectual distinction, the sort of fatality that seems to dog through history the faltering steps of kings. It is better not to be different from one’s fellows. The ugly and the stupid have the best of it in this world. “The English novels are the only relaxation of the intellectually unemployed. But one should not be too severe on them. They show a want of knowledge that must be the result of years of study.” ― Oscar Wilde “I must confess that most modern mysticism seems to me to be simply a method of imparting useless knowledge in a form that no one can understand” ― Oscar Wilde, Criticism and Reviews Welcome back. Just a moment while we sign you in to your Goodreads account.
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What did Nelson Mandela said about education?

“Education is the most powerful weapon which you can use to change the world.” This quote by Nelson Mandela is one of the most famous sayings on the value of education. But why did this quote become so famous and what makes it so poignant? On the eve of our last Cambridge Schools Conference for the 2018-19 cycle on the theme of ‘creating the conditions for success’ in Cape Town, it is fitting to reflect on how Mandela’s approach to education can inspire us when creating the conditions for our learners to succeed.
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What did Plato say about education?

Abstract – Plato regards education as a means to achieve justice, both individual justice and social justice. According to Plato, individual justice can be obtained when each individual develops his or her ability to the fullest. In this sense, justice means excellence.

• For the Greeks and Plato, excellence is virtue.
• According to Socrates, virtue is knowledge.
• Thus, knowledge is required to be just.
• From this Plato concludes that virtue can be obtained through three stages of development of knowledge: knowledge of one’s own job, self-knowledge, and knowledge of the Idea of the Good.

According to Plato, social justice can be achieved when all social classes in a society, workers, warriors, and rulers are in a harmonious relationship. Plato believes that all people can easily exist in harmony when society gives them equal educational opportunity from an early age to compete fairly with each other.

• Without equal educational opportunity, an unjust society appears since the political system is run by unqualified people; timocracy, oligarchy, defective democracy, or tyranny will result.
• Modern education in Japan and other East Asian countries has greatly contributed to developing their societies in economic terms.

Nevertheless, education in those countries has its own problems. In particular the college entrance examination in Japan, Korea, and other East Asian countries caused serious social injustices and problems: unequal educational opportunity, lack of character education, financial burden on parents, and so on.

Thus, to achieve justice, modern society needs the Platonic theory education, for Plato’s philosophy of education will provide a comprehensive vision to solve those problems in education. There is also some controversy about the relationship between education and economics. It is a popular view common in East and West that businesses should indirectly control or even take over education to economically compete with other nations.

However, Plato disagrees with this notion since business is concerned mainly with profit whereas a true education is concerned with the common good based upon the rational principle of individual and social justice.
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What is Aristotle’s most famous quote?

I count him braver who overcomes his desires than him who conquers his enemies; for the hardest victory is over self.
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What Martin Luther King said about education?

‘ The function of education is to teach one to think intensively and to think critically. Intelligence plus character–that is the goal of true education.’
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